Beskrivning
The symposium in adventurous and challenging encounters in Nordic ECEC spans over two sessions. Nordic ECEC is deeply rooted in an informal, play-based and child-centered approach to teaching and learning (Wagner & Einarsdottir, 2006), as well as assessment on pedagogical activities rather than learning outcomes (Vallberg Roth, 2021). Since the concept of teaching – traditionally associated with school – has gained an increasingly central role in Nordic ECEC (Eidevald & Engdahl, 2018), tensions have arisen in relation to traditional ECEC understandings and practices (Hildén et al., 2021).The symposium addresses educational challenges in ECEC. The aim is to bridge tensions in Nordic ECEC understandings and practices and problematize them by focusing on encounters. The concept contributes to a focus on teaching and learning as relational and communicative practices in which children's initiatives and perspectives are important to consider (Sheridan & Williams, 2018). Our interest is directed towards children’s and teachers’ relational encounters with, for example, the physical learning environment or teaching contents of various kinds.
The symposium consists of six presentations on relational encounters, drawing attention to educational challenges in preschool practices. They draw on didactical, socio-material, post-humanist, ecological, ethical and spatial perspectives, and on theories on knowledge forms and production. The empirical materials span surveys, interviews, walks-and-talks, video recordings and photographs. Four papers deal with children’s and teachers’ encounters with the physical indoor and outdoor learning environments. The learning in focus in these papers is directed towards language (paper 1), craft (paper 2), motor skills, dance and physics (paper 3), and learning and experiencing in relation to nature (paper 4). Two papers address preschool professionals’ and student teachers’ encounters with current educational practices. They focus on preschool professionals encounters and enactments with the preschool curriculum (paper 5) as well as with digital documentation systems in the context of preschool special education (paper 6).
The symposium combines research environments in Finland and Sweden and the joint discussion will be introduced by the Norwegian researcher Terese Wilhelmsen. The discussion will bring the knowledge contributions from the papers together through the notion ‘adventurous and challenging encounters’, to urge participants of the symposium to discuss and reach insights that extend beyond the individual studies.
Paper 1: Katri Hansell & Maria Kvist: Teachers’ and children’s encounters with the linguistic and semiotic landscapes of language
Paper 2: Lilly Swanljung, Eva Staffans, Stefan Myrskog, Mia Porko-Hudd: Conditions for versatile craft activities in early childhood education and care
Paper 3: Mikaela Svanbäck-Laaksonen, Anna Lindqvist, Sofie Areljung: Learning motor skills, physics and dance at the same time? Zooming in on children’s danceful and (dis-)trustful relationships with space and matter
Paper 4: Annika Manni, Inês Félix, Fredrika Mårtensson, Amanda Gabriel: Children’s favorite places in differently designed preschool playgrounds
Paper 5: Johanna Sundström: Enacting a preschool curriculum: A case study of agentic leadership
Paper 6: Hanna Vretblom: Knowledge forms and uses through digital documentation systems – special educational needs in early childhood education
| Period | 7 mars 2024 |
|---|---|
| Evenemangstitel | NERA 2024: Adventures of Education: Desires, Encounters and Differences |
| Typ av evenemang | Konferens |
| Plats | Malmö, SverigeVisa på karta |
| Omfattning | Internationell |